educational tests and measurements

Contains a series of questions and answers in which the author presents evidence to support his argument that standardized tests are a poor indicator of student progress, and to discuss more meaningful methods of assessment.

Examines the correlation between assessment and instruction and provides suggestions to test construction, interpretation, and application.

Discusses the theory behind multiple-intelligence-based assessment and presents rubrics for object-related, object-free, and personal intelligences.

Presents practical guidance for teachers on developing effective rubrics that clarify the targets of instruction, provide valid and reliable assessment of student learning, and improve student motivation and achievement; and also includes several sample rubrics.

Explains how teachers can balance basic instruction with performance-based learning and assessment, using performance tasks, benchmarks, assessment lists, rubrics, and portfolios.

Presents nineteen articles by educators on assessment practices inspired by theorists Peter Senge and W. Edwards Deming, which employ systems thinking, team building, shared vision, mental models, and setting milestones that move toward personal mastery.

Presents a model of the Dimensions of Learning instructional program that teachers may use to improve the quality of teaching and learning in any instructional area.